Aviation Personnel Sovereignty: Education and Technology Shaping the Professionals of the Future

Modern civil aviation is defined by global safety standards, rapid digitalization, and the integration of artificial intelligence and unmanned technologies. Under these conditions, ensuring personnel sovereignty has become a strategic priority for Kazakhstan. Serving as the outpost on this path is the Civil Aviation Academy – the country’s foundational higher education institution responsible for developing the sectorial qualifications framework. The Academy's uniqueness lies in its continuum of education, spanning from college and undergraduate studies to postgraduate programs and specialized training centers. Alongside technical and practical skills, it instills the psychological and moral foundation required for future aviators. Currently, the Academy is entering a new phase of development: launching its own research institute and elevating its international status with powerful insider initiatives. In an interview with our magazine, Kairat ZHAKUPOV, Candidate of Technical Sciences and Vice-Rector for Academic Affairs at the CAA, discusses how the institution is transforming personnel training and why a breakthrough partnership with Kent State University is set to be a game-changer.

– Kairat Bolatovich, what does personnel sovereignty mean for domestic aviation, and what role is assigned to the Civil Aviation Academy in ensuring it?

– A state’s ability to independently provide the industry with professional personnel without falling into a critical dependence on the external labor market is of particular importance for aviation. Unlike many other fields, a specialist here is part of the safety assurance system, bearing high responsibility for human lives. Consequently, training errors create risks whose scale affects the stability of the entire industry.

Approximately 25,000 specialists work in Kazakhstan's civil aviation, and the annual additional demand exceeds 600 people. At the same time, it is not just a question of numbers. It is far more difficult to ensure a training level that meets international requirements.

This problem is global in nature. According to Boeing forecasts, by 2044 the global aviation industry will require around 660,000 pilots, 710,000 technical specialists, and over a million cabin crew members. This intensifies international competition for professional personnel.

Under these conditions, a special role falls to national aviation personnel training centers capable of supplying the industry with specialists in compliance with international standards.

In this regard, the Civil Aviation Academy performs a significantly broader function than a classic sectorial higher education institution.

We have established a unified system for training aviation personnel – from technical and vocational education to higher, postgraduate, and supplementary professional training. That is, we build a continuous trajectory for specialist training, including after graduation.

Aviation training centers also play a major role, conducting initial training, retraining, and professional development for aviation personnel.

The training of specialists is structured to incorporate international ICAO, EASA, and IATA requirements. This is fundamentally important for modern aviation, as the industry operates within a global system of safety standards.

Over its years of operation, the Academy has trained more than 12,000 specialists, over 80% of whom work in civil aviation. Interest in aviation education has also grown steadily in recent years: from 2022 to 2025, the number of students nearly doubled – from 2,189 to 4,063 people.

The Academy covers virtually the entire spectrum of areas urgently relevant to civil aviation: the training of pilots, air traffic controllers, engineering and technical personnel, as well as specialists in aviation safety, management, and unmanned aircraft systems.

Since 2024, the Academy has been designated as the foundational organization for developing the Sectorial Qualifications Framework and professional standards in civil aviation. Furthermore, the Sectorial Atlas of New Professions and Competencies up to 2040, developed by the Academy, has already been approved by the Sectorial Council and has become the basis for forecasting the future personnel needs of the industry.

Particular attention is paid to educational and value-oriented policies: the Academy implements the "Tolyq adam" model for the development of a harmonious personality, which is aimed at fostering professional responsibility, leadership, a safety culture, and social maturity in future aviation specialists.

The aviation industry is changing rapidly, which is why the training model itself is evolving. A heavy emphasis is placed on the practical orientation of education, digital competencies, and hands-on experience with modern technologies.

– For aviation education, infrastructure is one of the key factors in training quality. What are the unique aspects of organizing the educational process in an aviation higher education institution, specifically at the Civil Aviation Academy?

– In aviation, it is impossible to limit oneself to theory alone. A pilot must have constant access to modern flight practice and simulators, an engineer must work with real equipment, and a controller must train under conditions that closely mirror real air traffic management. Therefore, the level of specialist training directly depends on how modern the educational, technological, and production infrastructure is.

The aviation industry has been developing very rapidly in recent years. New types of aircraft, digital control systems, advanced simulation technologies, and elements of artificial intelligence are constantly emerging. Consequently, the requirements for the educational environment are changing as well.

At the Civil Aviation Academy, infrastructure modernization has been carried out consistently since 2020. Laboratories, specialized classrooms, and training simulator complexes are being updated, while social infrastructure continues to expand. For us, this is a matter of our capability to prepare specialists in accordance with modern international requirements.

Particular attention is given to practical training. Pilot education is conducted using Airbus A320, Boeing 737, and ALSIM simulators, alongside the Academy’s own fleet of training aircraft.

In 2025, the Academy acquired five Diamond aircraft – four single-engine and one twin-engine models. This made it possible to significantly expand flight training capabilities and increase the volume of practical sessions.

In addition, we are developing our own training and production infrastructure. One of our strategic projects is the creation of a training airfield with a fully-fledged production base. This is of fundamental importance for Kazakhstan, as having our own infrastructure allows us to build a more stable and independent aviation training system within the country.

A great deal of work is also being carried out to implement international EASA standards. The training of pilots and engineering-technical personnel is gradually being brought into compliance with Part-FCL and Part-147 requirements. The Academy operates certified aviation training centers, updates its simulator and airfield facilities, and provides ongoing training for instructors and lecturers.

In December 2024, an application was submitted to EASA for Part-147 certification. This is a complex and lengthy process that requires serious infrastructural and organizational preparation, but it is vital for enhancing the international comparability of our specialist training.

Special attention is given to the development of the engineering path, which is a strategically important segment for the country, as well as to personnel training for the maintenance, repair, and overhaul (MRO) sector.

When speaking about infrastructure, it is important to understand that it is not limited to buildings and equipment. It must be a fully-fledged educational environment where practice, technology, and science converge – a space that fosters active engagement with the industry and ensures the training of specialists capable of working under the conditions of a rapidly changing aviation industry and constantly rising international safety standards.

– The training of aviation personnel is rightfully considered a matter of state importance. How does the government support you?

– Civil aviation is directly linked to transport safety, economic development, international connectivity, and the country’s competitiveness – which means these are indeed critical political matters. Therefore, its development is a task that extends beyond higher education institutions and enterprises alone.

In recent years, state policy in this area has become more systemic. Following a meeting on the development of aviation hubs chaired by the Head of State in December 2025, key priorities were outlined regarding the modernization of aviation personnel training, the expansion of international cooperation, and the strengthening of research initiatives within the industry.

At the same time, the aviation education system has its own distinct specificities. International standards, a high proportion of practical training, expensive infrastructure, and strict qualification requirements necessitate a dedicated approach to regulating the industry.

For a long time, an ongoing challenge was the lack of alignment between educational and sectorial regulation. Consequently,

legislative amendments are currently being discussed to more clearly establish the specific features of aviation specialist training, advance comprehensive flight and simulator training, and create sustainable mechanisms for financing personnel development and applied research.

The development of aviation science is also taking on a distinct significance. Modern aviation is changing very rapidly: digitalization, artificial intelligence, unmanned systems, and new engineering solutions are shaping entirely new requirements for specialists.

Under these conditions, a university can no longer fulfill an educational function alone. It must become a hub where education, applied science, and technological solutions for the industry develop in tandem.

It is precisely in line with this logic that the Academy is currently working to establish the Aviation Research Institute. Its mission is to bridge the educational process, scientific research, and the real-world needs of the industry.

For students, this presents an opportunity to participate in applied projects and work with modern technologies while still pursuing their degrees. For the industry, it serves as an additional tool for building domestic competencies and developing national scientific and technological potential in aviation.

Overall, it can be said that state policy is gradually shifting from addressing isolated personnel issues toward forming a fully-fledged training system centered on long-term human resource stability, international standards, and the technological development of civil aviation in Kazakhstan.

– The aviation industry is undergoing one of the most extensive phases of technological transformation. To what extent is the essence of educational programs changing?

– Digitalization, artificial intelligence, unmanned systems, and big data analytics are gradually altering not just technologies, but the very logic of training aviation specialists.

While just a few years ago the key task was to train conventional pilots, engineers, or air traffic controllers, today the industry increasingly requires specialists capable of operating in a digital environment, interacting with intelligent systems, and quickly adapting to new technologies.

The unmanned aviation segment is developing with particular momentum. Drones are already widely utilized in logistics, infrastructure monitoring, agriculture, energy, security systems, and other areas. In effect, a new sector of the aviation industry is taking shape, complete with its own technologies, infrastructure, and personnel requirements.

Within the framework of the Concept for the Development of Civil Unmanned Aviation of the Republic of Kazakhstan for 2025 – 2031, the Academy has been implementing the "Unmanned Aerial Vehicles and Systems" educational program since 2024. The training is structured around national and international requirements and includes the education of unmanned aircraft system operators and remote pilots of remotely piloted platforms.

When launching the program, the primary emphasis was placed on practical training. To achieve this, a specialized training and laboratory base was established at the Academy, equipped with simulators, training units, and hardware for the management, maintenance, and programming of unmanned systems.

The advancement of technology is no longer confined to unmanned aviation alone. Artificial intelligence is gradually being integrated into virtually all sectors of civil aviation – from predicting aircraft technical status and data analysis to air traffic management and improving airport operational efficiency.

Consequently, the requirements for specialists are changing as well. Today, a pilot, engineer, or air traffic controller must understand the principles behind the operation of digital platforms, intelligent systems, and modern data processing technologies.

The AI-Sana national program plays a vital role in this transformation. Within the framework of this program, the Civil Aviation Academy integrates elements of artificial intelligence and digital technologies into its educational curricula, expands project-based learning, and provides students with access to international educational platforms, including Coursera.

Digitalization is already reshaping the structure of aviation professions. New career pathways are emerging, centered around intelligent control systems, digital twins of aviation processes, data analytics, and the integration of unmanned platforms into unified airspace. In essence, a new model of the aviation specialist is taking shape – one that is more flexible, technology-driven, and multidisciplinary. The industry requires a professional who combines engineering background, digital competencies, and the ability to operate under conditions of constant technological change.

Technology does not replace the specialist; rather, it becomes a tool that enhances safety, precision, and operational efficiency. Therefore, the primary objective of aviation education remains the training of individuals capable of competently applying modern technologies within a real-world sectorial environment.

– Today, the education system faces new challenges, primarily the need for full practical orientation. How is the Civil Aviation Academy implementing this strategy?

– Changes are indeed occurring very rapidly. While previously the primary emphasis was placed on obtaining a degree and conventional academic training, today’s employer requires a specialist who is capable of working within a real production environment from the very start of their professional career.

This is of paramount importance for the aviation industry. It is characterized by high costs of errors, stringent safety requirements, and constant technological updates. As a result, the training model is gradually becoming more flexible, practically oriented, and closely aligned with the industry.

One of the key directions has been the expansion of dual education and competency-based training and assessment (CBTA) – a training model focused on the development of practical professional competencies.

Students undergo training not only in classrooms but also directly at civil aviation enterprises, immersing themselves in real production processes and industry requirements to gain hands-on experience.

Currently, more than 220 students are enrolled in the dual format, and the number of partner enterprises has reached 48. These include airports, Kazaeronavigatsia, and aviation technical enterprises.

The aviation industry is changing so fast that the traditional model, where a specialist acquires a set of knowledge once for their entire career, is no longer viable. Therefore, compact educational programs that allow individuals to rapidly master new competencies and validate them with distinct certificates are playing an increasingly important role today. This approach is particularly in demand in fields related to digital technologies, aviation safety, unmanned systems, and engineering training.

The very logic of the educational process is changing as well. Students are gradually transitioning from the passive acquisition of theory to participation in project-based activities, engagement with modern digital platforms, and the resolution of applied tasks, coming to realize that their competencies will require continuous development.

– The international component significantly impacts the training quality and competitiveness of your graduates. Who are your foreign partners?

– Aviation inherently develops as an international system operating under unified requirements for safety, personnel qualifications, and training organization. In recent years, the approach to international cooperation has changed significantly. While previously the primary focus was on academic exchanges and signing agreements, today the emphasis is shifting toward deeper integration of educational curricula, joint projects, and the implementation of international training standards.

One of the key directions has been the cooperation between the Civil Aviation Academy and Kent State University (USA). Today, this collaboration is already reaching a practical level – double-degree programs, joint research, the development of academic mobility, and the alignment of educational curricula with modern requirements of the aviation industry are currently being discussed.

Parallel to this, a project is being developed to establish an International Aviation University in Kazakhstan in partnership with Kent State University. This represents a unique opportunity to build a new, international-level platform for aviation education within the country.

Participation in global professional initiatives remains another crucial direction. The Civil Aviation Academy is a member of the ICAO TRAINAIR PLUS program and the ALICANTO global network of aviation universities, and it also participates in the ICAO NGAP initiative, which is aimed at developing the next generation of aviation professionals.

Concurrently, cooperation is expanding with leading aviation universities and training centers across Europe, the USA, and Asia. The primary objective here is to gain access to modern educational technologies, international training methodologies, and best industry practices.

A special emphasis is placed on ensuring that the qualifications of our graduates are comparable to global standards. In particular, the pilot training curriculum mandates that students achieve the ICAO Operational Level 4 in aviation English, which is a prerequisite for admission to international flights.

The next phase will involve undergoing international AABI accreditation, scheduled for 2027. This will validate the compliance of our educational programs with international requirements and strengthen the position of the Civil Aviation Academy within the global educational space.

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АННОТАЦИЯ

The global shortage of aviation personnel, along with digitalization and technological transformation, places new demands on the aviation education system and specialist training. The Civil Aviation Academy places a special emphasis on modernizing the aviation training system, developing infrastructure, and strengthening international cooperation. Furthermore, the Academy focuses on implementing international ICAO and EASA standards, dual education models, artificial intelligence, and unmanned aviation.